Technology Integration Matrix: Benefits to the Pre-Service Educator

Size: px
Start display at page:

Download "Technology Integration Matrix: Benefits to the Pre-Service Educator"

Transcription

1 Technology Integration Matrix: Benefits to the Pre-Service Educator Kelly McKenna Colorado State University 1588 Campus Delivery Fort Collins, CO Catherine Otieno University of Northern Colorado Campus Box 107 Greeley, CO Lindsey Schulz University of Northern Colorado Campus Box 107 Greeley, CO Descriptors: Technology Integration, Preservice Educators Abstract The purpose of this research was to determine how use of the Technology Integration Matrix (TIM) influenced preservice educators metacognition about technology integration into teaching and learning practices. The TIM addressed preservice educators needs to develop awareness of, and abilities to, apply the International Society for Technology in Education (ISTE) Standards for Teachers and Students (ISTE, 2015). The TIM assisted preservice educators in connecting the ISTE standards to content standards and theories of teaching and learning by developing effective lessons. Through completion of TIMs, preservice educators not only connected ISTE standards and content standards, but also visualized the relationships to pedagogical models and theories. Findings from this study included an increase in preservice educators awareness of today s learners, ISTE standards, connections to pedagogy, and increased abilities to transform learning experiences. Introduction Today s learners need educators to transform learning experiences through effective integration of technology and the International Society for Technology in Education (ISTE) Standards for Teachers and for Students (ISTE, 2015) further emphasize that need. A Technology Integration Matrix (TIM) developed by the researchers was integrated into technology integration courses in a teacher preparation program in order to assist preservice educators in meeting the needs of today s learners. The TIM addressed preservice educators' needs to develop awareness of, and abilities to, apply the ISTE Standards for Teachers and for Students (ISTE, 2015). The purpose of the TIM is for the preservice educators to make connections and implement technology effectively. The researchers purpose in conducting this study was to examine the effectiveness of this tool. Literature Review No matter the theory, method, or strategies used, integrating technology effectively is of utmost importance in meeting the needs of today s learners (Watson & Pecchioni, 2011). Technology provides educators with limitless possibilities to impact students learning, but without effective planning and implementation, technology becomes wasteful and problematic. Technology will not make a bad teacher good, but a good educator can use it to make 86

2 great learning experiences. To assist preservice educators in the ability to effectively integrate technology, the researchers developed a Technology Integration Matrix (TIM). The purpose of the TIM is for the preservice educators to make connections between pedagogical theories, standards, and practical implementation of technology. Zhao (2015) asserted that educational systems have been struggling to produce creative and entrepreneurial citizens for decades (p. 130). Today s learners, or 21 st century learners, must have learning and innovation skills, life and career skills, information, media, and technology skills, in addition to content knowledge (Partnership for 21 st Century Skills, 2015). It is imperative that an educational revolution take place in which creativity, development of diverse talents, global perspectives, innovation, and entrepreneurship are cultivated (Zhao, 2015). Personalizing the education experience through effective use of technology is the way to meet the needs of today s learners. ISTE created technology integration standards for educators, students, administrators, coaches, and computer science educators (ISTE, 2015). The goal of such standards is to increase innovation in education. ISTE Standards work in concert to support students, educators and leaders with clear guidelines for the skills, knowledge and approaches they need to succeed in the digital age (ISTE, 2015, para. 1). Standards for students include creativity and innovation, research and information fluency, communication and collaboration, critical thinking, problem solving, decision making, digital citizenship, technology operations and concepts. The standards for teachers include words such as facilitate, model, design and develop, and professional growth. Nothing in the standards focuses on using specific technology tools, but rather how to effectively integrate all technology while encouraging creativity, innovation, and citizenship (ISTE, 2015). Theoretical Framework The TPACK (Technology, Pedagogy, and Content Knowledge) framework proposed by Koehler and Mishra (2005), explains that desirable use of technology in the classroom requires complex forms of teacher knowledge that integrates content, pedagogy, and technology. To Koehler and Mishra (2005), it is possible for instructors to support the development of a teacher s TPACK through programs that incorporate all sections of the framework throughout the process rather than in isolated chunks that focus on technology, content, or pedagogy individually. Expanding on Koehler and Mishra s TPACK framework (2005), Wilson, Zygouris-Coe, Cardullo, & Fang (2013), further developed a Metacognitive-TPACK (M-TPACK) framework. This framework draws on the concepts of TPACK as proposed by Koehler and Mishra (2005). M-TPACK holds that for technology to be an integral part of teaching and learning, teachers must have a positive disposition towards a technology and be metacognitive in their decisions and practices (Wilson et al., 2013, p. 9). Teachers must have an explorative attitude towards technology use and recognize that technology integration plays a pivotal role in improving both content and 21st century skills (Wilson et al 2013). This framework holds that in addition to TPACK, a metacognitive teacher also has knowledge that the learning environment is about access to content, research, support, expertise, real world artifacts, accessing information sources, ease of mobility, motivation, curiosity, communication, and collaboration (Wilson et al. 2013, p. 10). Methodology In this study, the TIM provided preservice teachers with the metacognition they needed to effectively integrate technology into their content and pedagogical knowledge. The following research question was examined: How does use of the Technology Integration Matrix influence preservice educators metacognition about technology integration in teaching and learning practices? Participants and Setting The study was conducted in a school of teacher education at a university in the Rocky Mountain region using a convenience sampling. The participants were recruited from the preservice educators enrolled in required technology integration courses taught by the researchers. The purpose of the courses was to teach preservice teachers how to effectively integrate technology in their future teaching practices in K-12 educational environments. The participants included students in online and face-to-face educational technology courses. All of the participants 87

3 were preservice educators studying early childhood education, primary education, or secondary education with various endorsement areas. Participants in this qualitative study included approximately 204 students enrolled in Educational Technology (ET) 449, Integrating Technology into Secondary Pedagogy and students enrolled in ET247 and ET347 Integration of Technology in Elementary Pedagogy I and II. All participants were at least 18 years of age. Data The Technology Integration Matrix (TIM) developed by the researchers was incorporated into technology integration courses in a teacher preparation program. The tool addressed preservice educators' needs to develop awareness of, and abilities to, apply the ISTE Standards for Teachers and Students (ISTE, 2015), and to make connections between the ISTE standards, content standards, and theories and models for teaching and learning. A pre and post-survey was completed by students in all three courses which gathered demographics and posed qualitative prompts regarding metacognition of technology integration through use of the TIM. Participants for the focus groups were recruited from the face-to-face ET449 course, by a researcher who is not an instructor of ET449. The researcher sought four focus groups comprised of three to five participants each. Data Collection and Analysis The data analysis procedures used in this study are consistent with an interpretivist model of qualitative research. According to Erickson (1986) the basic task of data analysis is to generate assertions that vary in scope and level of inference, largely through induction, and to establish an evidentiary warrant for the assertions one wishes to make" (p. 146). A comparative analysis of the data being collected was utilized (Strauss & Corbin, 1998). The three-step process of open coding, axial coding, and selective coding as described by Strauss and Corbin (1998) was conducted to construct assertions and understand the relationships among sets of data. Descriptive statistics were appropriate for summarizing the data obtained in the study. Specifically, researchers employed descriptive statistics when analyzing demographic data. Researchers conducted a pilot study in the undergraduate elementary educational technology courses (ET247 and ET347) in the prior semester. The researchers analyzed student work samples from this pilot study, as well as work samples from the current study. The participants work samples are completed Technology Integration Matrices. A longitudinal aspect to the study is currently collecting data from participants who used the TIM in ET247 and continue to use it in ET347. Pilot Study Participants work samples from the pilot study showed an increase in metacognition of effective technology integration after completing Technology Integration Matrices throughout the semester. Participants reflections on the matrices explained their initial confusion and uncertainty with integrating technology in future teaching and learning practices; however, by the end of the semester, reflections indicated improvement in their ability to confidently integrate technology. Findings further indicated an increase in preservice educators abilities to transform learning experiences through effective implementation of technology. Based on the pilot study, modifications were made to the TIM to maximize potential learning by eliminating superfluous components that did not enhance metacognition of effective technology integration. The modified TIM was designed to increase usability. Demographic Information Results This study employed a convenient sampling method. The N for this study was 69 for both pre and post data. There were 39 participants from the elementary class ET247, and 30 were from ET449. Participants were asked to identify a major and area of licensure on the survey. Major areas included, elementary, secondary, K-12, and early childhood education. Areas of licensure selected included special education, English/language arts, math, social studies/history, Spanish, theatre, and biological sciences. Participants were asked to keep a content area in mind as they responded to the questions. This direction was to assist participants in looking at the questions through a pedagogical lens. A variety of content areas were selected. 88

4 Survey Data To answer the research question, eight open ended questions were posed in both the pre and post survey. The questions were designed to determine preservice teachers knowledge of effective technology integration, pedagogical/theoretical knowledge they associate with their teaching, and knowledge of ISTE standards; as well as how the matrix assisted them in making connections between theoretical frameworks and technology integration, and how the matrix helped increase their knowledge of effective technology integration. Each question was coded separately and pre and post-tests compared to determine increase or change in metacognition after use of the matrix by the preservice teachers. It is important to note that the classes in which the study took place are designed as technology rich classes and as such employ multiple technology integration projects to equip the preservice teachers with effective technology integration skills that align with the content and curriculum needs of their future students. The TIM was incorporated to assist with critical thinking and in planning technology rich lessons. Technology integration was addressed in the survey. The first two questions: What does effective technology integration mean to you and How will you use technology to transform learning experiences for your students, acknowledged that most of the participants had some knowledge of what that entailed in the pre-survey. The responses demonstrated some understanding and familiarity with use of technology to transform learning, however the post-survey elicited more comprehensive responses to these questions which can be interpreted as an increase in metacognition of what effective technology integration entails. These post-survey responses were more comprehensive after participating in a technology rich classroom that utilized the TIM as part and parcel of their learning. These responses also showed differentiation, as participants had a much broader understanding of technology use to diversify learning. For example, one participant s response in the pre-survey for these two questions was as follows: Q1: It means learning how to adequately use technology in class. Q2: I will use it for students with disabilities to be sure that they are able to learn everything that I am teaching properly and able to learn in a way that makes sense to them. The participant s post-survey response included: Q1: It means being able to use technology inside and outside of the classroom to ensure students are learning. Using technology to show students who learn a little bit different that it is indeed possible to learn like everyone else. Q2: I will make it where there are multiple ways to learn the topic, from visual, to auditory and incorporating both in every lesson so students can pick and choose the way that is best for them to learn. Some participants responses were also different in regards to learner centered integration as opposed to general use of technology in the classroom. This improvement is illustrated in another participant s response: Pre-survey Q1: The best way to apply technology in classroom, versus Post-survey Q1: Integrating technology in your classroom so it is useful for the student to learn. Regarding knowledge of ISTE standards, a question posed included participants knowledge of ISTE standards for both teachers and learners and how they anticipated they would integrate or use these standards in their future classrooms. Out of 69participants, only 24 stated that they were familiar with ISTE standards in the presurvey. One participant stated that: As of right now, the school I am working at does not require or use ISTE standards to my knowledge. However, if I learn that they do, I will use them in the same way I use the CAS and CCSS. Backwards by design lessons are the best no matter what standards you are using. Therefore, I would use the standards as a starting point and build my lesson from there. Most participants also had no prior knowledge or experience with any type of technology integration matrix before the class. Of the 69 participants that completed the pre-survey, only 9 were familiar with a technology integration matrix. After the pre-survey the participants were introduced to the matrix, theoretical frameworks and models, ISTE standards, and content standards. The matrix was used in conjunction with the technology rich modules and participants completed the matrix as part of each module. They used the matrix to reflect on the integration process and made connections between frameworks/models and standards. In the post survey, they were asked three questions intended to capture how the matrix assisted their technology metacognition and integration process. Responses demonstrated that the matrix assisted them in this process. Specifically, these questions intended to determine how the TIM assisted the participants in applying ISTE standards, how it prepared them to effectively integrate technology in their future teaching practices, and how the TIM assisted them in making connections between learning theories and technology integration. In answering the first question, how the TIM assisted in the application of ISTE standards, participants responses reflected that use of the TIM helped them in applying ISTE standards across content: 89

5 The TIM helped me understand the ISTE standards on technology more in depth to better cater to my students. I think it made very clear what tech is appropriate for classroom use. It gave me time to really ponder and come up with ideas that could actually be used within a lesson or as the lesson for all the different subjects. It helped me to look at the goals for teachers and students and adapt my activities and what I wanted to do to match those goals as well as come up with new activities to match goals I hadn't used yet. It helped me think about one lesson in several different contexts as well as the how one standard can be hit in many ways, or numerous standards in one lesson depending on small tweaks to the lesson, and work assigned to the students. In answering the second TIM application question, how it helped them to effectively integrate technology in their future teaching practices, participants responses demonstrated that the TIM assisted them by increasing their metacognition to effectively integrate technology in their future teaching practices. The following are some of the responses: It helped me think about the different components of technology and tackling it from an educational step by step process. It helped me think of ways to incorporate different technologies into a variety of subjects. It helped me to come up with new ways of teaching different concepts and now I have four different matrices to look at when planning classroom learning experiences. It taught me to always ask myself before I bring anything into my classroom what standard am I hitting? Sure you can bring in a digital story telling of the book Charlotte's web, but what standard are you enforcing? connecting the material, bridging it with technology and book work. The last question posed, intended to determine how the TIM assisted the participants in making connections between learning theories and technology integration. Responses demonstrated that preservice teachers knowledge of the pedagogical theories and how they can use technology to influence and change their pedagogical practices improved. Participants were expected to critically think and come up with technology rich learning activities for their students using multiple pedagogical theories provided in the matrix. The following are some of the response: It helped me find appropriate connections between learning theories and technology integration. One of the most beneficial is understanding what formats aid students the most and which tech fits that need for them. Students can learn using technology. The matrix had us evaluate Bloom's Taxonomy methods and explain in detail how they applied to the classroom examples I had to think up. It helped me by making me find ways to incorporate technology into every subject not just the same subjects every time, I had to come up with a way to incorporate technology into every subject I teach so it is being used all the time. It helped to take one lesson and stretch and alter it to fit into the teaching theories, and how easy or hard it was, in order to be a good teacher you need to think about all theories and learning styles. Focus Group Data Participants in the focus group discussed the connections the TIM assisted them in creating. This focus group data further cemented that the TIM indeed helped with these connections between technology integration, standards, and theoretical frameworks. Some of the participants comments within the discussion included: Just literarily the way it sets you up to have to make connections between the standards and the rest. I feel like it was a good place to finally bring all strategies with the standards together, you know you learn all the rest in the previous classes but they don t usually really connect them I think even when I am teaching I will set up a similar matrix for myself... just to keep track of the standards I am hitting weekly and to keep track of where I wanna go in the future and help me plan in the lesson because it really keeps you a lot more organized... and make sure you are progressing at the end of the year. Made like a clear linear connection as to standards, technology standards were connected to as far as CDE so it made me realize that ooh so they are doing this with computers and they are doing this with CDE at the same time like this is the standards they are accessing while we are doing this in technology The linear connection made me get creative with what your lesson plans are, coz you are like as long as I hit this... then I am actually accessing that standard. It reminds you that you are doing a lot more than just the lesson plan. 90

6 Longitudinal Data The researchers chose to survey participants over a period of enrollment in both ET247 and ET347. Participants were introduced to the TIM in ET247, then they progressed into Integration of Technology in Elementary Pedagogy II (ET347) and have continued to complete the TIM. This aspect of the study was to demonstrate a long term effect of using matrices to help preservice educators to adopt and instill an effective technology integration approach for their future teaching practices. In studying these participants over a series of courses utilizing the TIM, we hoped to identify a longitudinal relationship in their metacognition of technology integration in their teaching and learning practices. The intent was to determine if the participants prolonged use of the TIM continued to influence and improve their technology integration metacognition. Four participants responses in ET347 were matched with their responses from ET247 and analyzed. In answering the first two questions: What does effective technology integration mean to you and How will you use technology to transform learning experiences for your students, these participants responses varied slightly from their earlier responses. One participant s response illustrated a slightly better understanding of what effective technology integration meant: ET247 post-survey: The best way to apply technology in the classroom, compared to ET347 pre-survey: Effective technology integration means to me, when you understand the information that you are teaching and integrating technology when it is necessary and the most helpful. Another participant responded: ET247 post-survey: Effective technology integration is using means of technology to present information to students in new ways compared to traditional teaching methods. This includes having students make online videos instead of a poster, or keeping a blog, etc to teach students how to use the technology that surrounds them daily and make it a relevant way to learn in school. ET347 pre-survey: To me it means an equal balance of appropriate technology to help enhance learning. Students of the upcoming generations will not know of a life without it, so using technology can help them make better connections from the learning material and their personal lives. Finally, one participant s response in ET347 moves beyond integrating a technology tool just for the tools sake, to an approach that integrates technology to enhance learning and help students make connections between concepts using technology tools; as well as appreciating and identifying the ubiquity that technology affords learning: I will use technology to transform the learning experiences for my students by getting my students familiar with technology and able to use technology for all their needs. It will give the students a different way of learning that they can also do at home besides the classroom. This response can be interpreted as demonstrating a much better understanding of what effective technology entails. These ET347 participants will complete a final survey in the next couple of months to determine any longitudinal aspects to this study. Conclusion Today s learners need educators to transform learning experiences through effective integration of technology and the ISTE Standards for Teachers and for Students (ISTE, 2015). Through implementation of the TIM, researchers noted an increase in preservice educators awareness of the needs of today s learners, the ISTE standards for technology integration, and connections to pedagogical models and theories. The use of the TIM in conjunction with integration tools and strategies in teacher preparation programs have the potential to better prepare preservice teachers for their future teaching practices. Preservice educators repeated use of the TIM throughout their teacher preparation programs can also help improve their abilities to make improved connections between ISTE standards, content standards, and pedagogical models and theories. In addition to these benefits, this study demonstrates that preservice educators integration of the TIM did improve their M-TPACK, which better prepares them to use technology as integral part of teaching and learning in their future classes. References Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp ). New York: Macmillan. International Society for Technology in Education (ISTE). (2015). ISTE standards. Retrieved from 91

7 Koehler, M., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in the Teacher Education, 21(3), Partnership for 21 st Century Skills. (2015). Framework for 21 st century learning. Retrieved from p21_framework_2-pager.pdf Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks: Sage Publications. Watson, J. A., & Pecchioni, L. L. (2011). Digital natives and digital media in the college classroom: Assignment design impacts on student learning. Educational Media, 48(4), Wilson, N. S., Zygouris-Coe, V., Cardullo, V., & Fang, J. (2013). Pedagogical framework of mobile learning technologies in education. In Keengwe, S. (ed.). Pedagogical applications and social effects of mobile technology integration (pp 1-24). GI Global, Hershey, PA. Zhao, Y. (2015). A world at risk: An imperative for a paradigm shift to cultivate 21 st century learners. Society, 52, DOI /s

CLASSROOM MANAGEMENT INTRODUCTION

CLASSROOM MANAGEMENT INTRODUCTION CLASSROOM MANAGEMENT Dr. Jasmina Delceva Dizdarevik, Institute of Pedagogy, Faculty of Philosophy Ss. Cyril and Methodius University-Skopje, Macedonia E-mail : jdelceva@yahoo.com Received: February, 20.2014.

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

Characterizing Mathematical Digital Literacy: A Preliminary Investigation. Todd Abel Appalachian State University

Characterizing Mathematical Digital Literacy: A Preliminary Investigation. Todd Abel Appalachian State University Characterizing Mathematical Digital Literacy: A Preliminary Investigation Todd Abel Appalachian State University Jeremy Brazas, Darryl Chamberlain Jr., Aubrey Kemp Georgia State University This preliminary

More information

What is PDE? Research Report. Paul Nichols

What is PDE? Research Report. Paul Nichols What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized

More information

Professional Learning Suite Framework Edition Domain 3 Course Index

Professional Learning Suite Framework Edition Domain 3 Course Index Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Mapping the Assets of Your Community:

Mapping the Assets of Your Community: Mapping the Assets of Your Community: A Key component for Building Local Capacity Objectives 1. To compare and contrast the needs assessment and community asset mapping approaches for addressing local

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

More information

Disciplinary Literacy in Science

Disciplinary Literacy in Science Disciplinary Literacy in Science 18 th UCF Literacy Symposium 4/1/2016 Vicky Zygouris-Coe, Ph.D. UCF, CEDHP vzygouri@ucf.edu April 1, 2016 Objectives Examine the benefits of disciplinary literacy for science

More information

Core Values Engagement and Recommendations October 20, 2016

Core Values Engagement and Recommendations October 20, 2016 UND STRATEGIC PLANNING ENGAGEMENT WORKING GROUP Core Values Engagement and Recommendations October 20, 2016 Engagement Working Group: Carrie Herrig (Lead), Chris Zygarlicke, Amber Flynn, Steve Light, Jeffrey

More information

Blended Learning Module Design Template

Blended Learning Module Design Template INTRODUCTION The blended course you will be designing is comprised of several modules (you will determine the final number of modules in the course as part of the design process). This template is intended

More information

Study Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence?

Study Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence? University of Portland Pilot Scholars Communication Studies Undergraduate Publications, Presentations and Projects Communication Studies 2016 Study Abroad Housing and Cultural Intelligence: Does Housing

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Arkansas Tech University Secondary Education Exit Portfolio

Arkansas Tech University Secondary Education Exit Portfolio Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

Knowledge based expert systems D H A N A N J A Y K A L B A N D E

Knowledge based expert systems D H A N A N J A Y K A L B A N D E Knowledge based expert systems D H A N A N J A Y K A L B A N D E What is a knowledge based system? A Knowledge Based System or a KBS is a computer program that uses artificial intelligence to solve problems

More information

Multiple Intelligences 1

Multiple Intelligences 1 Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences

More information

Course Development Using OCW Resources: Applying the Inverted Classroom Model in an Electrical Engineering Course

Course Development Using OCW Resources: Applying the Inverted Classroom Model in an Electrical Engineering Course Course Development Using OCW Resources: Applying the Inverted Classroom Model in an Electrical Engineering Course Authors: Kent Chamberlin - Professor of Electrical and Computer Engineering, University

More information

TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT

TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT Consultancy Special Education: January 11-12, 2016 Table of Contents District Visit Information 3 Narrative 4 Thoughts in Response to the Questions

More information

A Note on Structuring Employability Skills for Accounting Students

A Note on Structuring Employability Skills for Accounting Students A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London

More information

STUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING

STUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING 1 STUDENT PERCEPTION SURVEYS ACTIONABLE STUDENT FEEDBACK PROMOTING EXCELLENCE IN TEACHING AND LEARNING Presentation to STLE Grantees: December 20, 2013 Information Recorded on: December 26, 2013 Please

More information

MAINTAINING CURRICULUM CONSISTENCY OF TECHNICAL AND VOCATIONAL EDUCATIONAL PROGRAMS THROUGH TEACHER DESIGN TEAMS

MAINTAINING CURRICULUM CONSISTENCY OF TECHNICAL AND VOCATIONAL EDUCATIONAL PROGRAMS THROUGH TEACHER DESIGN TEAMS Man In India, 95(2015) (Special Issue: Researches in Education and Social Sciences) Serials Publications MAINTAINING CURRICULUM CONSISTENCY OF TECHNICAL AND VOCATIONAL EDUCATIONAL PROGRAMS THROUGH TEACHER

More information

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary

International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary International Baccalaureate (IB) Primary Years Programme (PYP) at Northeast Elementary Michael Clow, Principal Bill Parker, IB Coordinator Northeast Elementary School was designated an International Baccalaureate

More information

The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of professional stakeholders

The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of professional stakeholders Abstract The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of Miss Hollie Wilson, Dr Gavan Palk, Centre for Accident Research & Road Safety Queensland

More information

Implementing Response to Intervention (RTI) National Center on Response to Intervention

Implementing Response to Intervention (RTI) National Center on Response to Intervention Implementing (RTI) Session Agenda Introduction: What is implementation? Why is it important? (NCRTI) Stages of Implementation Considerations for implementing RTI Ineffective strategies Effective strategies

More information

Integrating Blended Learning into the Classroom

Integrating Blended Learning into the Classroom Integrating Blended Learning into the Classroom FAS Office of Educational Technology November 20, 2014 Workshop Outline Blended Learning - what is it? Benefits Models Support Case Studies @ FAS featuring

More information

A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS

A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS Readings in Technology and Education: Proceedings of ICICTE 2010 407 A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS Wajeeh Daher Al-Qasemi Academic College of Education Israel

More information

Quality teaching and learning in the educational context: Teacher pedagogy to support learners of a modern digital society

Quality teaching and learning in the educational context: Teacher pedagogy to support learners of a modern digital society Journal of Student Engagement: Education Matters Volume 2 Issue 1 Article 13 2012 Quality teaching and learning in the educational context: Teacher pedagogy to support learners of a modern digital society

More information

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

Positive turning points for girls in mathematics classrooms: Do they stand the test of time? Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

More information

Using e-portfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education 1. Steven M. Janosik 2 and Tara E.

Using e-portfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education 1. Steven M. Janosik 2 and Tara E. Usingane Portfolio 1 Using e-portfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education 1 By Steven M. Janosik 2 and Tara E. Frank 3 Abstract Ten second-year master s

More information

An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module

An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module James Petersen Department of Educational Technology University of Hawai i at Mānoa. Honolulu, Hawaii, U.S.A.

More information

Successfully Flipping a Mathematics Classroom

Successfully Flipping a Mathematics Classroom 2014 Hawaii University International Conferences Science, Technology, Engineering, Math & Education June 16, 17, & 18 2014 Ala Moana Hotel, Honolulu, Hawaii Successfully Flipping a Mathematics Classroom

More information

National Survey of Student Engagement (NSSE) Temple University 2016 Results

National Survey of Student Engagement (NSSE) Temple University 2016 Results Introduction The National Survey of Student Engagement (NSSE) is administered by hundreds of colleges and universities every year (560 in 2016), and is designed to measure the amount of time and effort

More information

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty-first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP-C-006 Policy Title:

More information

WHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING AND TEACHING OF PROBLEM SOLVING

WHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING AND TEACHING OF PROBLEM SOLVING From Proceedings of Physics Teacher Education Beyond 2000 International Conference, Barcelona, Spain, August 27 to September 1, 2000 WHY SOLVE PROBLEMS? INTERVIEWING COLLEGE FACULTY ABOUT THE LEARNING

More information

ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools

ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools The district requests an additional year to implement the previously approved turnaround option. Evidence

More information

Getting Started with Deliberate Practice

Getting Started with Deliberate Practice Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts

More information

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO ESTABLISHING A TRAINING ACADEMY ABSTRACT Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO. 80021 In the current economic climate, the demands put upon a utility require

More information

Ministry of Education General Administration for Private Education ELT Supervision

Ministry of Education General Administration for Private Education ELT Supervision Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means

More information

and Beyond! Evergreen School District PAC February 1, 2012

and Beyond! Evergreen School District PAC February 1, 2012 2011 2014 and Beyond! Evergreen School District PAC February 1, 2012 Presenta(on Outcomes What does the portrait of a 21 century learner look like? What are the Common Core Standards? Why do we have Common

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers Assessing Critical Thinking in GE In Spring 2016 semester, the GE Curriculum Advisory Board (CAB) engaged in assessment of Critical Thinking (CT) across the General Education program. The assessment was

More information

METHODS OF INSTRUCTION IN THE MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL Math 410, Fall 2005 DuSable Hall 306 (Mathematics Education Laboratory)

METHODS OF INSTRUCTION IN THE MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL Math 410, Fall 2005 DuSable Hall 306 (Mathematics Education Laboratory) METHODS OF INSTRUCTION IN THE MATHEMATICS CURRICULUM FOR MIDDLE SCHOOL Math 410, Fall 2005 DuSable Hall 306 (Mathematics Education Laboratory) Dr. Diana Steele 357 Watson Hall Northern Illinois University

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,

More information

Textbook Chapter Analysis this is an ungraded assignment, however a reflection of the task is part of your journal

Textbook Chapter Analysis this is an ungraded assignment, however a reflection of the task is part of your journal RDLG 579 CONTENT LITERACY BANGKOK, THAILAND 2012 Course Texts: We will be using a variety of texts that will be provided to you via PDF on our class wiki. There is no need to print these PDFs to bring

More information

Trends & Issues Report

Trends & Issues Report Trends & Issues Report prepared by David Piercy & Marilyn Clotz Key Enrollment & Demographic Trends Options Identified by the Eight Focus Groups General Themes 4J Eugene School District 4J Eugene, Oregon

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

Designing Case Study Research for Pedagogical Application and Scholarly Outcomes

Designing Case Study Research for Pedagogical Application and Scholarly Outcomes Department of Aeronautical Science - Prescott College of Aviation 10-10-2014 Designing Case Study Research for Pedagogical Application and Scholarly Outcomes Jacqueline R. Luedtke Embry-Riddle Aeronautical

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students. Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across

More information

Technology in the Classroom: The Impact of Teacher s Technology Use and Constructivism

Technology in the Classroom: The Impact of Teacher s Technology Use and Constructivism Technology in the Classroom: The Impact of Teacher s Technology Use and Constructivism A Synthesis Paper EDTECH 504 Dr. Kerry Rice Jennifer Cullen and Farnoush Davis 2 Technology in the Classroom: The

More information

CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE

CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE CONTENTS 3 Introduction 5 The Learner Experience 7 Perceptions of Training Consistency 11 Impact of Consistency on Learners 15 Conclusions 16 Study Demographics

More information

Programme Specification

Programme Specification Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth SCOPE ~ Executive Summary Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth By MarYam G. Hamedani and Linda Darling-Hammond About This Series Findings

More information

Danielle Dodge and Paula Barnick first

Danielle Dodge and Paula Barnick first Co-Teaching ELLs: Riding a Tandem Bike Content-area teachers and ESL teachers can address the needs of English language learners with a collaborative instructional cycle that starts with co-planning. Andrea

More information

Cooking Matters at the Store Evaluation: Executive Summary

Cooking Matters at the Store Evaluation: Executive Summary Cooking Matters at the Store Evaluation: Executive Summary Introduction Share Our Strength is a national nonprofit with the goal of ending childhood hunger in America by connecting children with the nutritious

More information

Lucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum

Lucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum Lucy Calkins Units of Study 3-5 Heinemann Books 2006 Support Document Designed to support the implementation of the Lucy Calkins Curriculum Lesson Plans Written by Browand, Gallagher, Shipman and Shultz-Bartlett

More information

Career Series Interview with Dr. Dan Costa, a National Program Director for the EPA

Career Series Interview with Dr. Dan Costa, a National Program Director for the EPA Dr. Dan Costa is the National Program Director for the Air, Climate, and Energy Research Program in the Office of Research and Development of the Environmental Protection Agency. Dr. Costa received his

More information

Alpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are:

Alpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are: Every individual is unique. From the way we look to how we behave, speak, and act, we all do it differently. We also have our own unique methods of learning. Once those methods are identified, it can make

More information

Curriculum and Assessment Policy

Curriculum and Assessment Policy *Note: Much of policy heavily based on Assessment Policy of The International School Paris, an IB World School, with permission. Principles of assessment Why do we assess? How do we assess? Students not

More information

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?

Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son? Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has

More information

Swinburne University of Technology 2020 Plan

Swinburne University of Technology 2020 Plan Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing

More information

Understanding and Changing Habits

Understanding and Changing Habits Understanding and Changing Habits We are what we repeatedly do. Excellence, then, is not an act, but a habit. Aristotle Have you ever stopped to think about your habits or how they impact your daily life?

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

Study Group Handbook

Study Group Handbook Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting

More information

Lincoln School Kathmandu, Nepal

Lincoln School Kathmandu, Nepal ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view

More information

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Colorado s Unified Improvement Plan for Schools for Online UIP Report

Colorado s Unified Improvement Plan for Schools for Online UIP Report Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?

More information

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

More information

Volunteer State Community College Strategic Plan,

Volunteer State Community College Strategic Plan, Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing

More information

understandings, and as transfer tasks that allow students to apply their knowledge to new situations.

understandings, and as transfer tasks that allow students to apply their knowledge to new situations. Building a Better PBL Problem: Lessons Learned from The PBL Project for Teachers By Tom J. McConnell - Research Associate, Division of Science & Mathematics Education, Michigan State University, et al

More information

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION

GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in

More information

Protocol for using the Classroom Walkthrough Observation Instrument

Protocol for using the Classroom Walkthrough Observation Instrument Protocol for using the Classroom Walkthrough Observation Instrument Purpose: The purpose of this instrument is to document technology integration in classrooms. Information is recorded about teaching style

More information

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance

More information

What Am I Getting Into?

What Am I Getting Into? 01-Eller.qxd 2/18/2004 7:02 PM Page 1 1 What Am I Getting Into? What lies behind us is nothing compared to what lies within us and ahead of us. Anonymous You don t invent your mission, you detect it. Victor

More information

ICT/IS 200: INFORMATION LITERACY & CRITICAL THINKING Online Spring 2017

ICT/IS 200: INFORMATION LITERACY & CRITICAL THINKING Online Spring 2017 ICT/IS 200: INFORMATION LITERACY & CRITICAL THINKING Online Spring 2017 FACULTY INFORMATION Instructor: Renee Kaufmann, Ph.D. Email: Renee.Kaufmann@uky.edu Office Hours (F2F & Virtual): T\R 1:00 3:00PM

More information

Self-Concept Research: Driving International Research Agendas

Self-Concept Research: Driving International Research Agendas Is the Dawn Breaking? The First Empirical Investigations of the Impact of Mandatory Aboriginal Studies Teacher Education Courses on Teachers Self-concepts and Other Desirable Outcomes Rhonda G. Craven

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles

Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles With advocates like Sal Khan and Bill Gates 1, flipped classrooms are attracting an increasing amount of media and

More information

Creating Meaningful Assessments for Professional Development Education in Software Architecture

Creating Meaningful Assessments for Professional Development Education in Software Architecture Creating Meaningful Assessments for Professional Development Education in Software Architecture Elspeth Golden Human-Computer Interaction Institute Carnegie Mellon University Pittsburgh, PA egolden@cs.cmu.edu

More information

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 E&R Report No. 08.29 February 2009 NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 Authors: Dina Bulgakov-Cooke, Ph.D., and Nancy Baenen ABSTRACT North

More information

Course Syllabus for Math

Course Syllabus for Math Course Syllabus for Math 1090-003 Instructor: Stefano Filipazzi Class Time: Mondays, Wednesdays and Fridays, 9.40 a.m. - 10.30 a.m. Class Place: LCB 225 Office hours: Wednesdays, 2.00 p.m. - 3.00 p.m.,

More information

Contact: For more information on Breakthrough visit or contact Carmel Crévola at Resources:

Contact: For more information on Breakthrough visit  or contact Carmel Crévola at Resources: Carmel Crévola is an independent international literary consultant, author, and researcher who works extensively in Australia, Canada, the United Kingdom, and the United States. Carmel Crévola s presentation

More information

AN EXPLORATION OF HIGH SCHOOL SOCIAL STUDIES STUDENTS GLOBAL PERSPECTIVES. Kathryn Kern-Blystone. A Thesis

AN EXPLORATION OF HIGH SCHOOL SOCIAL STUDIES STUDENTS GLOBAL PERSPECTIVES. Kathryn Kern-Blystone. A Thesis AN EXPLORATION OF HIGH SCHOOL SOCIAL STUDIES STUDENTS GLOBAL PERSPECTIVES Kathryn Kern-Blystone A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the

More information

Leveraging MOOCs to bring entrepreneurship and innovation to everyone on campus

Leveraging MOOCs to bring entrepreneurship and innovation to everyone on campus Paper ID #9305 Leveraging MOOCs to bring entrepreneurship and innovation to everyone on campus Dr. James V Green, University of Maryland, College Park Dr. James V. Green leads the education activities

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Aurora College Annual Report

Aurora College Annual Report Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.

More information

This table contains the extended descriptors for Active Learning on the Technology Integration Matrix (TIM).

This table contains the extended descriptors for Active Learning on the Technology Integration Matrix (TIM). TIM: Active Learning This table contains the extended descriptors for Active Learning on the Technology Integration Matrix (TIM). The Active attribute makes the distinction between lessons in which students

More information

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes

More information

Atlas Reports for NYC Quality Review & PPO 1.1 Ensure engaging, rigorous, and coherent curricula in all subjects a. Common Core Standards Analysis report for ELA & Math alignments in Grades 6-8 Atlas Reports

More information

National Survey of Student Engagement The College Student Report

National Survey of Student Engagement The College Student Report The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

First Line Manager Development. Facilitated Blended Accredited

First Line Manager Development. Facilitated Blended Accredited First Line Manager Development Facilitated Blended Accredited Why is First Line Manager development so critical? We combine The Oxford Group s expertise in leadership & management development and experienced

More information